Expanding Collaborative Partnerships among School Counselors and School Psychologists.

School counselors recognize the importance of collaborating with other school personnel. Along with counseling and coordination, consultation is viewed as an important strategy for effectively delivering guidance services in schools (Allen, 1994; Bleuer & Walz, 1993; Geroski, Rodgers, & Breen, 1997; Idol & Baran, 1992; Illback & Nelson, 1996; LaFountain & Gardner, 1998; Maag, 1994.) Collaborative work with other school and community professionals throughout the assessment, planning, intervention, and evaluation processes has been viewed as essential for implementing comprehensive, preventive programs for children and youth (Keys & Bemak, 1997; Keys, Bemak, Carpenter, & King-Sears, 1998). School psychologists recognize the importance of collaboration as well. Central to their work is supporting the academic mission of the school (Power, Heathfield, McGoey, & Blum, 1999) and learning to collaborate with school professionals and parents to remove obstacles to learning (Nastasi, Varjas, & Berstein, 1997). Davis (1996) concluded that it is necessary to understand and commit to the collaborative process. Intentional efforts by these professionals to work together can increase the effectiveness of each. Both receive comprehensive education and training and see their roles as central to assisting all students toward healthy development. Both professionals have training in consultation, coordination, counseling, and have problem-solving skills. However, each brings a unique role perspective. For example, school counselors are educators who engage in preventive, developmental, systemic approaches to counseling, education, family, and community. School psychologists are psychological specialists with extensive training in assessment, behavioral planning, and teaching/ learning intervention strategies. Both professionals can do more together than they can do separately. It appears logical that school counselors and school psychologists who recognize the importance of collaboration will automatically find ways of working together to improve the learning environment of a school. However, collaboration among these professionals has proven to be challenging due to separate training programs; different federal, state, and local role expectations; organization structure; and lack of on-site models for creating increased opportunities for working together. A Model for Creating Collaborative Partnerships Many have written about the developmental comprehensive guidance and counseling model as an effective guidance delivery system (e.g., Borders & Drury, 1992; Good, Fischer, Johnston, & Heppner, 1994; Gysbers & Henderson, 1994; Gysbers, Hughey, Starr, & Lapan, 1992; Gysbers & Moore, 1981; Henderson & Gysbers, 1998; Myrick, 1997; Paisley & Borders, 1995; Paisley & Hubbard, 1994; Stanciak, 1995; VanZandt & Hayslip, 1994; Wittmer, 1993). In addition to increasing the effectiveness of school counselors, the model's program components provide a vehicle for expanding collaboration with school psychologists. Rather than simply sharing information, their working relationship can include joint planning, implementation, evaluation of student programs and services, and evaluation of student outcomes. Rationale Several reasons provide a strong rationale for using comprehensive guidance and counseling for expanding collaborative partnerships. First, the model has been effective in facilitating student achievement through the programmatic collaboration of school counselors and others. For example, several studies have validated the efficacy of collaborative efforts by counselors and teachers in assisting students to achieve guidance competencies-English skills as well as personal and social functioning skills (Lapan, Gysbers, Hughey, & Arni, 1993; Lawson, McClain, Matlock-Hetzel, Duffy, & Urbanovski, 1997). Collaboration should be driven by its potential for helping students become more successful in school. …